1. Formative Candidate Supports for edTPA
Laura Hart, UNC Charlotte
Diana Lys, UNC-Chapel Hill
Sarah Cannon, NC State

2. Housekeeping:
NCACTE will offer one-day edTPA training as a pre- conference session to Fall Forum. Training will be Wednesday, September 20.
Registration for edTPA training is required; option in Fall Forum registration. Cost is $50 per person.
Areas: Elementary Literacy; Elementary Math; Middle/Secondary English/LA, Math, Science, SocSt, (Health/PE? Arts?); Special Education

3. Objectives:
Share general information on formative implementation – “things to think about before you get started”
Model of how we’ve embedded formative pieces in each of our programs
“Findings and Thoughts”

4. Before Implementation … things to think about
Your message: How you frame this with faculty is critical – language, tone, word choice (“effective teaching” vs. “edTPA”)
edTPA is about good teaching. One piece in your multiple measures system.
Provides us a common language

5. Things to think about
Complete a curriculum crosswalk – where are gaps between edTPA skills/knowledge vs. “what we do now” (probably very few)
Already teaching lesson planning; already teaching assessment. Where can edTPA be embedded in that work?
Avoid “triage” – don’t put everything “edTPA” in one course if you can possibly help. Increase # of faculty involved

6. Before Implementation … things to think about
Consider who are your “messengers” to the faculty. Who are your “go to” people?
What are ways you can get all faculty to the table? Integrating into existing structure when you can.

7. Before Implementation … things to think about
Training your faculty
How “deep” do you get?
Providing work time
Understanding the rubrics is vital
Taking advantage of resources
Wading through Resource Library

8. edTPA Rubrics Rubric 1 – Planning for content understanding
2 – Planning for varied student learning needs
3 – Knowledge of students
4 – Identifying and supporting language demands
5 – Planning assessments
6 – Learning Environment
7 – Engaging students in learning
8 – Deepening student learning
9 – Subject-specific pedagogy
10 – Analyzing teaching effectiveness
11 – Analysis of student learning
12 – Providing feedback
13 – Student use of feedback
14 – Assessing students’ language demand use
15 – Using assessment to inform instruction
Introduced:
Most Agreement R1 and R11
5 courses identified
Least Agreement – R2, R6 and R9
9 courses identified

9. Key Questions: In which course was this concept/skill introduced?
In which course(s) was this concept reviewed and/or skill practiced?
In which course was this concept/skill assessed for mastery?

10. Building into Coursework
Identified upper-level program courses that aligned with domains of edTPA (Planning, Implementation, Assessment)
Embedded “edTPA-like activites” into these courses (responding to prompts; identifying Academic Language)
Becomes part of course grade
Data are recorded through your local assessment system

11. Ideas for Building into Coursework
Early Course/Field Work
Context for Learning, tables & prompt(s)
Junior Year
Lesson planning Micro-lessons with video
Assessment development Reflection on individual lessons or activities
Senior Year
Unit plans with videoed lessons
Reflection on Classroom climate
Focus on subject-specific pedagogy

12. Building into Coursework
Program wide support and accountability (faculty identified what “fit” into their course regarding major concepts within edTPA in all program courses)
Video supports – educate faculty to educate students

13. With edTPA → Two layers of candidate support:

14. edPASR Strategy ed(ucate) yourself Preparation Assess Self Review
Credit: Amy Good and Erik Byker –
UNC Charlotte
ed(ucate) yourself
Preparation
Assess Self
Review
Integrated this to varying degrees

15. ed(ucate) ed(ucate) yourself
Everything you need to know is right in the handbook – students must read them!!
Video tutorials on Moodle
Reading summary discussion board/quiz

16. P.S. on ed(ucate) ed(ucate) yourself
P.S. - there is no Twitter version of edTPA - it requires careful reading !

17. Preparation Prepare for the entire task – BUT
Prepare and hone edTPA-related knowledge / skills
Prepare for the entire task – BUT
May break it down across courses …
Keep track of time it takes to prepare
In a guided and collaborative space
“Feed forward” and individual conferences are helpful

18. P.S. on Prep Improvements require feedback Extensive comments
Making it “feel official”- collecting the data
Realistic evaluation

19. Assess Self Using the edTPA local evaluation rubrics
edTPA Rubric Progression Document (excellent resource!)
Make it an assignment and provide justification

20. P.S. on Assess Self
Preponderance of Evidence (Rubric Progression, p.3)

21. Review Power of Collaboration Through examples
Through rubric driven evaluation
Through discussion

22. A note on using edTPA rubrics formatively …
SCALE recommends using local evaluation rubrics formatively (not official rubrics)
Good way to familarize your faculty with edTPA without getting as in-depth as with scorer training

23. Pros and Cons Formative supports:
Pro: Candidates get experience prior to student teaching -- rubrics, directions, video clips, reflection
Pro: Candidates get extensive feedback prior to student teaching
Con: Have to build time to create common understanding on how to use rubrics (grading vs. candidate development)
Con: Faculty push-back on a new assignment – extra work

24. Benefits outweigh issues …

25. Findings & Thoughts
Reflections on past experiences … lessons learned!!!
Ellen

26. Have to be ready to struggle with this
Lesson 1: There is a tension between the technical administration and completion of the edTPA versus the educative value related to the conceptual aspects of the edTPA.
Have to be ready to struggle with this
Helpful to have regular meetings with faculty to discuss, disagree, review results, have a voice (e.g., TPALs)
Realize that it’s a lot of work for students!
Be thoughtful not to overdo it … your whole program can’t be all edTPA
Ellen

27. Lesson 2: There is a lack of historical understanding and communication between faculty and university supervisors related to curriculum.
Consider that whatever training / embedding you add to courses should be shared / communicated to supervisors for transition to student teaching support
Supervisors (or whoever is supporting candidates during student teaching) need to be aware of what students SHOULD KNOW already

28. Lesson 3: Take the time to articulate the alignment of edTPA and program activities/assignments between faculty and students.
Top priority: there is educative value of edTPA. Don’t become overwhelmed by the logistics.
Talk about connections between “edTPA skills and knowledge” and “good teaching”
Don’t teach “edTPA”

29. Lesson 4: Communication gaps in small programs are amplified versus hidden in larger programs.
Lack of communication sinks the ship!
Provide faculty a voice – even for disagreement.
Make it clear that what the mechanism is for them to participate in decision-making
Think about common websites, regular messages to faculty, newsletters, etc.

30. Questions?